ERIC Number: ED478507
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
Education Watch: Connecticut. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College.
Education Trust, Washington, DC.
This report compares Connecticut's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Connecticut is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Connecticut's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, half of all 4th graders were proficient or above in reading. Significantly more white than black 4th graders were proficient or above. In 2001, 55 percent of all 8th graders met the state goal in mathematics. Significantly more white than black 8th graders met this goal. In 1998, Connecticut's African American 4th graders performed better in reading than African American 4th graders in all other states, though Connecticut had the sixth largest African American-white 4th grade reading achievement gap. Connecticut had the largest African American-white 8th grade math achievement gap in 2000. African Americans are underrepresented in Advanced Placement (AP) exam taking. Asian Americans have extremely high rates of AP test taking. Nearly 50 percent of Connecticut high school students enroll in college, compared to 54 percent nationwide. Native Americans graduate from the state college at a significantly lower rate than students from other groups. Over a quarter of Connecticut's secondary classes are taught by teachers lacking a major or minor in the field. African American students are underrepresented in gifted education. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM)
Descriptors: Academic Achievement, Advanced Placement, American Indian Students, Black Students, Educational Attainment, Educational Finance, Elementary Secondary Education, Enrollment Trends, Equal Education, Grade 4, Grade 8, Graduation, Hispanic American Students, Low Income Groups, Mathematics Skills, Minority Group Children, Postsecondary Education, Poverty, Racial Differences, Reading Skills, Special Needs Students, State Aid, State Standards, Student Placement, Teacher Competencies, White Students
The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org.
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Education Trust, Washington, DC.
Identifiers - Location: Connecticut
Identifiers - Assessments and Surveys: National Assessment of Educational Progress